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EdTech and the accessibility paradox | Christensen Institute

Summer Cox is an exceptional student education coordinator at Henry County Public Schools in Georgia. For a number of years, her district has pursued personalized learning. That’s given Cox a front seat to a new movement in education, which calls for recreating classrooms in a manner that supports learning for each child.

Cox has a unique outlook on where personalized learning is headed: she helps oversee the district’s special education programs and strives to ensure that students with disabilities are included in the overall vision for structural and instructional reform. In some ways, personalized learning is catching up to what special education advocates have long believed. As Cox explained:

It’s my opinion as a special educator that not all students are the same. Therefore, we should not present them with the same learning experiences. … Different students need the ability to access their learning differently, and we should help facilitate that as teachers.But in her role, Cox has also seen where school districts like hers struggle to ensure that software programs actually align to student and teacher needs, especially when it comes to providing content appropriate for different learners.

“Our teachers need the ability to modify the content if needed to fit individual learning needs or the needs of small groups of students, if they don’t fit into the ‘packaged’ curriculum that is provided with the software,” Cox said.

curated by (Lifekludger)
Read full article at Source: EdTech and the accessibility paradox | Christensen Institute